Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: The goal is to make a podcast authentic to a 1950's radio show that shows understanding of how the USA transitioned from the Great Depression to World War II, how the United States Affected World War II, and how World War II led to the Cold War. Role: Students will take on the role of a radio broadcaster. Audience: A committee for the History Channel Website will be judging their podcast. Situation: The History Channel wants to make a podcast series explaining history through broadcasts traditional to the time period the podcast is talking about. Product/Presentation: Students will make a podcast and then present it to their peers. Standards (six categories for each rubric)
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
• Podcast - Students will make a podcast describing everyday events for before and after America's entrance in World War II.
• Wiki Debate - Students will debate on a comment section in a wiki about whether or no the outcome of the war would have been different if America hadn't entered World War II.
• Slide Show - Students will present their opinion on the level the United States affected the Allies' war effort in World War II.
• Skype Interview - Students will video chat with someone who lived through either the Cold War or World War II.
• Comic - Students will create and present to their classmates a comic strip describing aspects of everyday Americans' lives during World War II.
• Timeline - Students will make a timeline electronically of the Cold War and how each event added more tension to each side.
Student Self-Assessment and Reflection
Self-Assessment(SA)
• Pre- Asessment: Survey
• Checking for Understanding: 3 minute pause, 3-2-1, cubing, likerest scale, i have a question who has the answer, take and pass.
• Timely Feedback: Self, Peer, teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR or CCSS or NGSS)
Understanding #1: World War II helped bring the United States our of the Great Depression.
Understanding #2: The United States helped turn the tied of World War II.
Understanding #3: The aftermath of World War II led right into the Cold War.
Knowledge, Concepts, Themes, Pattern
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
The Great Depression
World War II
The Cold War
How did the United Sates entering World War II end the Great Depression?
What are major events of World War II?
How did the aftermath of World War II lead to the Cold War?
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
There has been a massive movement toward creating entertaining ways to teach Americans about the history of the United States. To fallow this movement, the History Channel wants to make a podcast series on their website explaining history through broadcasts true to the time period they are referring to. They are asking broadcasters to make a radio show true to the 1950's talking about how the United States got to where it was at the time. They want the broadcast to talk about the major events of World War II and World War II led into the Cold War. Each entry will be reviewed by a board of history experts will assess the accuracy of each entry's content and how true to the 1950's they are. The winner will be the podcast that concisely delivers the most accurate information about the subject and creatively captures the culture of a 1950's radio show. Whoever wins tis contest will be offered contract with the History Channel to create the rest of the podcasts for this series and other podcast series. This is a huge break for any broadcaster like yourself, so wining this contest is very important to you! Make sure your podcast has accurate and concise content, is true to the 1950's, and in entertaining, and you will be the winner!
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
• Podcast
• Oral Presentation
By what criteria will student products/performances be evaluated?
Stage 2 - Determine Acceptable Evidence.
Role: Students will take on the role of a radio broadcaster.
Audience: A committee for the History Channel Website will be judging their podcast.
Situation: The History Channel wants to make a podcast series explaining history through broadcasts traditional to the time period the podcast is talking about.
Product/Presentation: Students will make a podcast and then present it to their peers.
Standards (six categories for each rubric)
• Enthusiasm - 15%
• Preparedness - 30%
• Speaks Clearly - 15%
• Comprehension - 20%
• Listens to Other Presentations - 10%
• Volume - 10%
• Content - 25%
• Organization - 20%
• Originality - 15%
• Bibliography - 10%
• On Task - 10%
• Requirements - 20%
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
• Wiki Debate - Students will debate on a comment section in a wiki about whether or no the outcome of the war would have been different if America hadn't entered World War II.
• Slide Show - Students will present their opinion on the level the United States affected the Allies' war effort in World War II.
• Skype Interview - Students will video chat with someone who lived through either the Cold War or World War II.
• Comic - Students will create and present to their classmates a comic strip describing aspects of everyday Americans' lives during World War II.
• Timeline - Students will make a timeline electronically of the Cold War and how each event added more tension to each side.
• Checking for Understanding: 3 minute pause, 3-2-1, cubing, likerest scale, i have a question who has the answer, take and pass.
• Timely Feedback: Self, Peer, teacher
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
• Organization - 20%
• Originality - 15%
• Bibliography - 10%
• On Task - 10%
• Requirements - 20%
• Preparedness - 30%
• Speaks Clearly - 15%
• Comprehension - 20%
• Listens to Other Presentations - 10%
• Volume - 10%